A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d)…

The majority of middle school teachers are prepared in either generalist elementary programs or subject-specific secondary programs, yet researchers and teacher educators have little understanding of the ways in which these divergent pathways prepare teachers for working at the middle school level. In this study, preservice teachers from an…

Assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) on the concerns and attitudes of 85 preservice elementary teachers. Results indicate that neither traditional nor CBAM methods courses proved superior in affecting concerns or attitudes of the preservice teachers.…

The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990,…

Determined whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as variables which might explain some of the variance in the dependent measures. (Author/JN)

The results of questionnaires given designed to provide information on the effect of student teaching on the attitudes and career interests of secondary mathematics preservice teachers are presented. The recommendations/suggestions obtained from the questionnaires concerning the secondary mathematics and middle school methods courses and a copy of…

The purpose of this study is to improve attitudes toward learning science and inquiry-based, science teaching through specially designed instruction in a science methods course for preservice teachers. Eighty preservice teachers over two terms elected to complete one of two projects as part of their science methods course. The "Discussions in…

Abstracts and abstractors' critiques of six research reports related to preservice teacher education and instruction are presented. Aspects addressed in the studies include: (1) teaching strategy analysis models in middle school science education courses; (2) concerns-based adoption model (CBAM): basis for an elementary science methods course; (3)…

Reports on a study of 11 preservice teachers' beliefs and practices about secondary social studies education. Finds that the preservice teachers held positive conceptions about social studies, stressing active learning techniques and knowledge construction. (ACM)

Examined elementary and secondary education students' attitudes and understanding of science processes prior to taking methods courses, immediately after completing the courses, and upon completing their practice teaching experiences. Implications based on differences in attitudes between the two levels (including negative attitudes for secondary…

Discussed is the elementary science teacher curriculum and its role in students' interest in science. Qualifications, teacher attitudes about science, college preparation, hands-on experience, science instruction, science method instruction, and the role of the administrator are described in terms of effective elementary science programs. (KR)

A study investigated the differences in the teaching of methods courses in Research and Development (R & D) institutions and in other teacher education programs. The study's major interest was in discerning the emphasis given to "research" in methods courses offered in institutions having an R & D emphasis and comparing it with the emphasis found…

Presents a case study involving two teaching certification students. Examines how a social studies methods course and a one-year elementary school postbaccalaureate teacher education program influenced students' educational beliefs and practices. Finds influences are partial, differential, and interactive with students' backgrounds and…

Five years of data related to teachers' perceptions of learning and knowledge were analyzed to ascertain whether differences existed between preservice elementary and secondary science students (N=435). These data were generated from a questionnaire derived from assumptions about learning and knowledge. The assumptions address five areas of…

Reports on a study of 212 first-year members of the National Art Education Association to discover the nature and extent of preservice preparation to teach art to students with disabilities. Finds that most felt unprepared to teach art in mainstreamed, integrated classrooms. (CFR)